Nowadays Korean society including colleges and universities is paying great attention to teaching such practical subjects as English and Computer under the banner of internalization or globalization. In this stream of the modern age Chinese (literacy) programs are losing their ground day after day. Hence the author diagnosed the present status and problems of Chinese education executed in two colleges to locate the correct place of college Chinese education and to come up with the outline of the lessons that the students really want to take. A survey showed that 90 percent of the students agreed to the necessity of Chinese education, that their own knowledge of Chinese were limited, and that they were making efforts to improve their proficiency through individual study and by attending the classes offered. However, their basic interest in and knowledge of Chinese didn`t go beyond knowing the names of the works that were printed in the highschool textbooks, and they showed much interest in currently used characters or the old phraseology rather than the sentences. Some question items of the survey revealed that the students wanted to learn as much Chinese as they could read the newspapers. They simply want to learn words of Chinese characters, not the sentences from which we can discover the ideal or the view of value of our ancestors. This means that the present curriculum of Chinese education which focuses on sentence reading doesn`t meet the students` needs. In this respect, the author has thought about the lessons or materials that will fit into the stream of the age and meet the challenges. First of all we offer a curriculum with special focus on idiomatic Chinese and lead the students in the classroom to work on currently used Chinese words, not the sentences from the past literature. Second, we utilize the format of a special lecture series such as English TOEFL instead of offering a regular course. Third, we let the students have a broad choice toward Chinese literacy by offering subdivided courses like Chinese Novel, Chinese Poetry, Old Phraseology, Confucian Bible, and so on. We teachers should never forget that the fast-changing society and the new generation of students require us to adapt our Chinese education in colleges to the new stream and to the new tastes.

The recent development of information technology is transforming and redirecting our life into a new one radically different from the past, and such transition in the history of human civilization puts a new meaning on today`s mission of Chinese literacy program in Korea. Now the Chinese literacy education should set up a new set of goals and attempt to improve the methods of teaching and learning in addressing those essential problems including the restoring of the lost ethnicity, the healing of the inveterate social illnesses, and the creative development of the national spirit. Once we are in the age of simultaneous use of Chinese characters in Korea, the teachers of Chinese characters and Literature in highschool should bear in mind the following objectives: First, we should teach the students so that they may help our nation become a strong economy. Second, we should teach the students so that they may have the two Koreas reunified. Third, we should teach the students so that they may better served the tourists from abroad. Fourth, we should teach the students so that they may make our country a local center for knowledge and information. Finally, we should teach the students so that they may help make our spiritual and cultural potential better known to the world. In order to implement the goals in the specific situations, this paper made a survey on the personal opinions of both the teachers and the students and on the possible measures for improvement toward the problems of Chinese literacy education in highschool, and proposed a step-by-step method of teaching Chinese characters and literature for an effective implementation in highschool. As an introductory step dealing with the basic principles, the first step covers the teaching and learning of radicals, of penmanship, of and of reading. As a step for understanding and activating, the second step deals with resources teaching and learning, coinage teaching and learning, mind-map teaching and (earning, NIE(Newspaper in Education) teaching and learning, etc. As a unified level, the third step includes exploration teaching and learning, creative teaching and learning, cooperative teaching and learning, team-teaching methodology, and cyber teaching and learning. Thus the curriculum in highschool will be able to double its educational effect not only on the personal development of the students but also on the national benefits. In the age of simultaneous use of Chinese characters, the teaching of Chinese characters and literature in highschool should search for varied methods and approaches so that we may write a new chapter in which we are able to develop the benefits of our geographical location in the center of the Chinese-character culture zone and to contribute to the prosperity of our nation, the peaceful co-existence of the Far-eastern countries, and the enhanced level of spiritual and cultural awareness of the Globe. For this common purpose all levels of formal education from elementary school to college as well as research institutes should participate in this literacy program with a shared spirit.

King Sejong created Korean characters so that the general public could express their thought freely in written communication. This is unique in the history of mankind, but as much of the vocabulary of our language consists of loan words from Chinese it must be confusing if we use only Korean characters because there will be no good ways for us to tell the difference between a great number of Chinese homonyms that we coined or borrowed. Therefore we have fostered a culture where we use both Korean and Chinese characters to minimize the possible confusion. A good look at the present Elementary School Curriculum will tell us that simultaneous teaching of Chinese characters is more or less optional, so we elementary teachers have had this option reflected on our classroom teaching. Entering a new age of simultaneous use of Chinese characters, we teachers need to know what actually happens in the classroom to teach Chinese letters and to indicate the directions for adequate teaching. The most important purpose of simultaneous teaching of Chinese characters at Elementary School levels is to help students exercise their brain, expand their thinking and know how to pick up exact words in the context, as well as inculcating good personality. No one will discount these benefits of simultaneous use of Chinese letters. Until recently, Korea has run its national system and nurtured its culture through the Chinese transcription. Therefore, passing on and developing the rich linguistic legacy will undoubtedly result in maximizing the potential of our nation. However, as the power system changed, our country`s literacy policy changed too often, which we know caused confusion. Also, in the dimension of national education, some narrow-minded policies led us to the path of localism. It is thus more than imperative that we teach both Korean and Chinese letters to our children since we live in the 21st century and in the Global Village. For the program to be successful, priority should be given to the awareness of the pedagogical importance by the principals and their assistants who are the managers of the education in the field as well as to the implementation by the teachers in the classroom aided by a variety of off-the-job training programs, seminars and symposiums. The government should establish an educational policy to get people to make use of Chinese characters which account for 70 percent of our day-to-day use of written language. In sum, starting from the Elementary School education, teaching Chinese Characters should be included in the regular curriculum and there must be a simultaneous use of this graphic system in the Korean textbooks, which will in time instill the notion of efficiency and economy.

This paper attempted to shed light on the ways to facilitate the Elementary School students` acquisition of Chinese characters through analyzing the meaning of each character. Chinese characters account for over 70 percent of Korean vocabulary and their history of assimilation is so long that the speech public tend to accept the borrowed words as pure Korean. It is this reality that makes us unable to rule out the Chinese characters in teaching the vocabulary at Elementary Schools. Nevertheless, the teachers confine themselves to giving the etymological explanation or teaching the radicals and strokes, making use of the optional hours. In Chinese, every word is a free morpheme so the language is very productive. Therefore, the author emphasized the goal of getting students to acquire as many words as possible through the understanding of the semantic aspects of Chinese words as well as getting them to write the acquired words. The method proposed is helping students build up word power through the activity of finding out the words that have the same semantic element after they are taught the common characters found in the reading texts for the first semester of Fifth grade. The students are then required to write the Chinese words whose meanings are already known. At the closure of the lesson, they are told a story on some old wise phraseology to help them grow in personality. This semantically oriented instruction of teaching Chinese characters has proved to be very helpful for the students` vocabulary build-up because they learn how to analyze the compounds into separate morphemes which they have already acquired. However, since the lessons for introducing the Chinese characters are not of the regular curriculum, teaching them in regular Korean classes is prohibited, but the optional hours are usually spent for other activities. Another problem is that a complete learning cannot be achieved because only reading the Chinese characters is focused on, excluding the writing exercises. Still another problem is that there are often big individual gaps found among the students the amount of whose prior exposure to Chinese characters varies. So individualized teaching for the retarded is required in some cases, but above all things teaching Chinese characters should be included in the regular curriculum. A desirable literacy program should be based upon a sound analysis of our everyday life in using language in that the children`s both maximal and correct use of our language is the basis for teaching Chinese characters at Elementary Schools. In this respect, the teaching of Chinese characters is nothing less than an effort to use our language optimally and systematically. Finding out an appropriate method of teaching Chinese characters to the second generations who will prevail in the 21st century appears to be an immediate necessity.

1) The reason we cannot have our language and culture in full bloom without knowing Chinese characters is that the Korean language has been formed in a specific geographical configuration and in a special historical and cultural background. 2) If only we know a small amount of the basic Chinese characters we use in our day-to-day use of our language, we can utilize the knowledge with great convenience for our lifetime. In this respect, it is only imperative that we support the policy of simultaneous use of Chinese characters. 3) Chinese is an ideographic language which consists of letters with their own meaning. Therefore, the Chinese transcription `Han-kuk` meaning Korea may well carry the meaning over to the person of any Far-East nations who knows Chinese characters even if he or she doesn`t know how to pronounce the word correctly in the original pronunciation. 4) Chinese characters, even though they compose the very nucleus of the vocabulary of our language, are being less and less studies these days, so it is only appropriate that we take the option of using Chinese characters simultaneously. 5) Given the particularity of our linguistic history or the pragmatic usefulness of its nature, the simultaneous use of Chinese characters is a mandatory event, so that the government documents, traffic signs, and the national registration cards should use Chinese characters simultaneously as a positive, relevant education starts at elementary school levels. 6) Gollege students barely read Chinese words like `Hon-kuk` or `Chol-hak` and are not able to refer to the books of the professors and don`t understand the lecture when the Chinese words are written on the blackboard so they avoid taking such courses. This indicates that our Chinese education up to now is a sore failure. 7) Considering that the structure of Korean morphology consists of both Korean and Chinese in its arbitrary way, the linguistic awareness of Korean plus Chinese could be a desirable view of our modern language. Therefore, the need of simultaneous use of Chinese characters on government documents and traffic signs should be acutely felt to smoothen our life of written communication, and by means of realizing that Chinese education can be very fruitful, we should plan to implement it early at elementary school levels. 8) In the governmental dimension the policy of language education should be renovated to the extent that the curriculum of elementary school Chinese will result and that the textbooks will be developed based on the theory of text, along with the improvement of teachers` ability to teach the subject concerned. So if we run the course in a regular curriculum beginning with the first grade the literacy of the whole program will surely jump up to meet the goals of our expectation.

For long times I, the author, wanted to find the materials of language and literal policy during the American military administrative era, but it would not go easy. Then in 1999 Mr. Son, WonIl, my acquaintance found and send me 『Report of the United States Educational Mission to Japans』. This working is written for analyzing our country`s language policy right after Liberation, and its background, focusing on 『Report of the United States Educational Mission to Japan』, and for trying to find out alternative policy. Now over half a century have passed since the Liberation, but where we stand on the great wave of world history? Our language & literal policy have repeated twisted walking tending to the emotional surroundings that based on Hangul-only ism since the enactment of Hangul-only-law in October, 9, 1948. Language & literal policy does not, reveal visible result to our eyes immediately as industrial one. But the result of language policy make enormous influence enough to tremble the identity of a nation. Nevertheless I could not find any traces of policy authorities that took attention on this problem, at any successive governments. The two voices that proclaim Hanja-education and Hangul-only-education have too acutely confronted, so each have run parallel way with no yielding. The scholars and policy authorities that do not join any of the two sides have disregarded the two voices as obstinate egoistic quarrel of some scholars that have nothing to do with them. The proclamations of scholars whether in Hanja-education or Hangul-only-education also in fact flowed mainly as a matter of course that `must educate Hanja` or `must use Hangul-only`, not by rational analyzing of the cause and proposal of logical alternatives. But the causeless and emotional matter of course will not be persuasive. There were exceptional excellent work such as quot;Collection of Lectures on National Language and National Alphabetsquot; of Dr. Nam, GwangWoo and quot;The Significant Misunderstanding about National Languagequot; of Mr. O, JiHo. But the works that mainly on analyzing and alternatives are very uneasy to find out. During last several years I, the author, writing works concerning language & literal police become to observe Korean language at linguistic side. The more I investigate Korean language, the more I perceive that Hangul and Hanja are undividable linguistic features. Of course since I am not a linguistics specialist I feel sorry for the specialized scholars. But the books of Mizura Sdomu, who not a scholar of linguistics, that studied linguistic features of Japanese language more deeply than any other and left distinct footsteps on that field, gave me many stimuli. The keen analyze of Mr. Park KyungBeom, a natural scientist graduated the department of computer science and statistics of Seoul National University, also be a great help to compare and analyzing the linguistic features of Korean language and English language. Recently many people says quot;The crisis of human sciencesquot;, but few accurately point the cause of that. Boldly I think the cause is at the wrong Hangul-only language & literal policy. Although language & literal policy is a significant and great affair that holds the destiny of national people, it have been disregarded as out of consideration. Hangul-only policy of the character media such as newspapers and editions have made the thinking of readers dull, voluntarily result in shackle themselves in competition with television media. This rough work is not a pure academic one that comments the linguistic feature of Korean language. Only I will be satisfied if throughout this work, we can reflect the problems of our history of language and literal policy and can find out even a small motive for studying linguistics of Korean language.

Among the Chinese characters specified for educational use are not a few whose representative meanings are by and large the same. For instance, Ka, Kak, Kwan, Kung, Tang, Sa, Shil, Ok, Wu, and Taik are all different in phonetic sound but their meaning is the same in that all of the characters refer to house. The basic theory of the semantics is that different forms have different meanings and that there are no true synonyms in language. It follows, therefore, that there must be a device somehow developed to distinguish the synonymous meaning of these characters from one another. This research will play a key role in making decisions when we have to select which letter to use in order to form a new word within the vocabulary range of educational Chinese characters. This research will show to those who support `Korean only` policy a substantial evidence that the simultaneous use of Korean and Chinese will turn out much more productive in word formation and finally contribute to enriched use of our language.

The cover title of `Gyessi Boeunrok` is in Chinese while the title inside is in Korean `Gyessi Boeunnok.` The text used in this paper is the collection of Myeong-gi Jeong, which is a single volume of 54 pages written in Korean domestic style. Each page has 14 lines and 21 letters on each line, the total number of letters coming to 15,595. `Gyessi Boeunrok` is reported to have been found a manuscript. At the end of the work the author has found the year of transcription, which was 1892, but not the name of the transcriber. It is estimated that the manuscript copied the work that made a good story out of Hong Soonwon. A mistake that the transcriber wrote Hong Eonsoan instead of Hong Soonwon is sometimes found in the manuscript reading, but that does not seem to hinder readers from being on the right track. The personality of Hong Soonwon as is revealed in `Gyessi Boeunrok,` might be characterized as generous in nature, determined in will, and having foresight. The story of `Gyessi Boeunrok` is similar to that of `Yi Jangbaik Jeon,` a Chinese text. The major difference is the presence of an addition at the end of the `Gyessi Boeunrok.` This part consists of a new content, different from the content of the two versions of `Yi Jangbaik Jeon` and shows the creativity of the transcriber. `Gyessi Boeunrok` and `Yi Jangbaik Jeon` employ a different register or style and this is not very surprising in that one is a Korean text, the other Chinese. Undoubtedly, `Yi Jangbaik Jeon` found its subject matter in `Anecdotes of Hong Soonwon.` Nevertheless, the writer pointed out that Yi Jangbaik and Hong Soonwon are totally different men, and that the Chinese were envious of these characters, which seems to be a courageous statement based on patriotic imagination. So it follows that the writer was a Korean in the Chosun Kingdom who had a big pride as a Korean and somehow got engrossed in such matter.

The literature is the products of the time and the time is the origin of the thoughts. Any great literature is inseparable related to the time and the thought as well. Now Su-Heon(title name), Yang Chi-Yu(1854∼1929), he was born at the last period of the nation but in spite of his great thought he has not done a running his country and the salvation of the people according to his idea. He had tears in his eyes at the sight of the glower bloomed in the spring and the bird flying thoughtlessly over the high and blue sky of his ruined country and he had been sighed at the sight of the cold moon in the hard winter. In his life course like this he had been written good poems one by one and filed and made a book. The book was named "the poem series of Su-Heon". On the point of the western degeneration trend having been stretched at full speed, he had founded a religion "Tae Geuk Kyo" and set up a village schoolhouse" IL sin Jae" to maintain the traditional ethics that was destroying and was mixing with the western fashion And he had taught the principles and thoughts of Confucianism established by Confucius and Mencius. Because of his devoting efforts, he had been honored as the great eight scholars of the south region of Korea. As the result he became a great last hermit scholar and unhappy poet who was developing the old ideas at the national decline. Everywhere he had remained his great achievements and his teaching had benefits given by him had been received by every person and everywhere. As the results his hermit life which was living in secret and Keeping the principles in his mind was obviously showed up in the world. Because I think that what I review Yang Chi-yu`s knowledge and morals in his book is much valuable to all of us who are living in the time and the place which is flowing into the excessive confusion, I chose Yang chi-yu book, the poem series of Yang chi-yu`s. Because he had been already successful in his knowledge as the disciple of Rosa (title name), Gi Jeong-Jin(1798∼1876), the greatest scholar who lived at that period ever great scholar top who was living in the world of the southern literature in korea had yielded the Top position to him. He felt sorrowful for the decline of the nation and the abolishing custom with his deep thought and he encouraged the people in the filial piety, brotherhood, patriotism, and belief and in loving One`s country and one another. He truly loved his country and his people and led them to the right road and was willing to make their lives happy and rich with his deep heart. He expressed such a mind of his with his abstracted expression. so by the meaning involved in his poems, I suggest the following points. 1. the pleasure that he taught at the village schoolhouse. " IL sin Jae " 2. the pleasure that lived his life with his true friend. 3. the change and allowance that changed himself into the calm of his mind and the nature. 4. the feelings that he went through his time and the fashion of the time. In this four divided essay I tried to find out the true meaning that the contents of the book include.